Ice skating teaching apparatus and method

ABSTRACT

An ice-skating stride training system includes a stride pad having visual cues used for teaching ice-skating techniques and improving skating stride mechanics. The system further includes methods of use including methods for developing proper skating techniques. The system offers coaches, teams, and players a cost-effective way to increase hockey specific skating mechanics, develop better overall athletic ability, improve stride strength, and decrease risk of injury and fatigue—all without using ice.

FIELD OF THE INVENTION

The invention generally relates to methods of teaching improvedice-skating skills and associated apparatuses. More specifically, theinvention relates to a practice pad providing visual markers to help iceskaters improve their stride mechanics while utilizing teaching methods.

BACKGROUND

Ice-skating is a complex motor skill requiring a high level ofcoordination and a significant investment of effort to develop a properskating technique. In competitive ice hockey a player's skatingtechnique often defines the player's performance ceiling. Speed, power,agility and technique must come together in a seamless union withtechnique leading the way. Similarly, in competitive speed skating,proper technique is a key to success. Fortunately, skating technique canbe improved with dedicated practice and attention to detail.

There are many opportunities for improving skating technique includingpractice on ice. However, ice time is expensive thus making it desirableto have non-ice alternatives for developing ice-skating skills andtechniques. Various non-ice teaching methods are available. Thisincludes following a list of steps beginning with a ready stance andgeneral position of a student's feet. A list of steps is helpful butrequires mental focus and does not teach muscle memory. To be fluid andnatural a skating technique must be internalized and become secondnature through repetitive practice. This allows a hockey player to focusmental energy on the art of playing the game, or the speed skater tofocus on winning the race.

In addition to teaching methods, various apparatuses exist to help teachproper skating technique. As an example, a slide board allows a studentto slide from side to side on a smooth surface while wearing “booties.”Other than teaching lateral motion no full skating technique islearnable through using this system. Another type of training machineoffers a V-shaped platform and footholds that move along each branch ofthe V-shaped platform. In use a student places each foot on thefootholds and moves them in a standard skating pattern. This systemlocks the student into following the same sequence without variation ina robotic like motion. It also does not allow the student to move theirfeet in a proper skating motion or point their toe (or the toe of theirskate) downward on the leg extending backwards at the end of themovement. Further, many similar machines are not suited for allowing astudent to practice skating technique while wearing skates and movingthrough the full progression of movements. Therefore, there isopportunity to improve on teaching methods and use improved apparatusesto teach skating technique.

Other systems exist as well, some requiring substantial space such assystems using a harness to hold a skater in place over ice, or asimulated ice surface. Another system includes a skating treadmill whichis cost prohibitive for most students and training organizations. Whileall of these systems have merit, their use is limited and their cost ishigher than what is suitable for a typical student.

Experienced trainers such as Carrie Keil, a power skating instructor forover thirty years in Ann Arbor, Mich., have taught key fundaments forskating technique including a student's posture. According to herteaching, “just like a toddler learning to walk, skaters need to beginwith the basics.” See Publication of USA Hockey, by Mike Doyle, Sep. 7,2020. Ms. Keil has identified keys to a good stride. For example, “Ifyour posture is incorrect, it lends itself to other incorrect motorpatterns. Players who tend to lean forward too much tend to have thatwide, railroad short choppy stride.” Id. Ms. Keil added, “The mostimportant things are going to be your knees and hip flexion which is afancy word for knee bend and being able to flex at the hips because youhave to be able to get down low so that when you take a skating stride,you get a long stride and full extension.” Id. Therefore, opportunityexists for using new teaching methods and systems to better implementMs. Keil's philosophies and those of other experts in the field.

SUMMARY OF THE INVENTION

The present embodiments comprise a teaching apparatus and methods thatprovide a student with a convenient, easy to use, cost effective systemthat will develop a student's skating technique. In a nonlimitingembodiment the invention includes a skating stride training system,comprising a plurality of visual cues in generally planar array on abase. The visual cues are arranged relative to one another in right andleft directions lateral to a longitudinal axis. The visual cues arearranged relative to one another in forward and rearward directions withrespect to the longitudinal axis. The visual cues comprise a pair offorward markers and a pair of rearward markers. The forward markers andrearward markers are disposed about the longitudinal axis. The rearwardmarkers are disposed rearward relative to the forward markers along thelongitudinal axis. The forward markers providing a cue for a startingposition for a user's feet and the rearward markers providing a cue fora starting position for a user's feet. The visual cues further include atop center agility target disposed on the longitudinal axis, the topcenter agility target disposed mostly forward of said forward markers.The visual cues further include a left agility target and a rightagility target, the left agility target and right agility target aredisposed rearward relative to said forward markers. The left agilitytarget is disposed left relative to the rearward markers and the rightagility target is disposed right relative to the rearward markers. Theleft agility target is disposed at a left rearward, generally 45 degreeangle with respect to the longitudinal axis and relative to the forwardmarkers. The right agility target is disposed at a right rearward,generally 45 degree angle with respect to the longitudinal axis andrelative to the forward markers.

The visual cues further comprise a forward left range of motion targetand a forward right range of motion target, the forward left range ofmotion target is disposed generally left relative to the forward markersand the forward right range of motion target is disposed generally rightrelative to the forward markers

The visual cues further comprise a middle center agility target disposedon the longitudinal axis, the middle center agility target is disposedbetween the rearward markers. The visual cues further comprise arearward center agility target disposed on the longitudinal axis, therearward center agility target is disposed rearward of said rearwardmarkers. The visual cues further comprise a rearward left range ofmotion target and a rearward right range of motion target, the rearwardleft range of motion target is disposed generally left relative to therearward center agility target and the rearward right range of motiontarget are disposed generally right relative to said rearward centeragility target.

The skating stride training system as described above, wherein the baseis a mat or a pad.

The skating stride training system as described above, wherein thevisual cues further comprise a left skating stride guide and a rightskating stride guide, the left skating stride guide extending from theforward markers to the left agility target and the right skating strideguide extending from the forward markers to the right agility target.

The skating stride training system as described above, wherein theagility targets provide a cue for a rapid whole-body movement having achange in velocity or a change in direction in response to a stimulus.

The skating stride training system as described above, wherein the rangeof motion targets provide a cue for the distance in a direction a bodypart is intended to move in response to a stimulus.

The skating stride training system as described above, furthercomprising instructions to execute a movement incorporating one or moreof the visual cues.

The skating stride training system as described above, wherein theinstructions to execute a movement incorporate at least one agilitytarget.

The skating stride training system as described above, wherein theinstructions include movements to execute a single leg stride, theinstructions including locating a user's feet on the forward markers,bending the user's right knee while extending the user's left foottoward the left agility target at a 45-degree angle from the forwardmarkers and targeting a 90-degree bend in the user's right knee whilemaintaining posture and then returning the left foot to the forwardmarkers.

The skating stride training system as described above, wherein theinstructions to execute a movement incorporate at least one range ofmotion target.

The skating stride training system as described above, wherein theinstructions include movements to execute a curtsy to crossover combo,the instructions including locating a user's feet on the rearwardmarkers, curtsy right foot to the rearward left range of motion target,then returning the right foot to the rearward markers and then crossingover left foot with right foot to forward left range of motion targetwith the right foot then returning the right foot to said rearwardmarkers.

The skating stride training system as described above, wherein theinstructions to execute a movement incorporate at least one agilitytarget and at least one range of motion target.

The skating stride training system as described above, wherein theinstructions include movements to execute a stride to curtsy combo, theinstructions including locating a user's feet on said rearward markers,bending the user's right knee while executing a toe tap by extending theuser's left foot toward said left agility target, then curtsy left footbehind the right to said rearward right range of motion target, and thenreturn left foot to said rearward markers.

In another nonlimiting embodiment, the invention includes a skatingstride training system, comprising a plurality of visual cues disposedin generally planar array on a base, said visual cues comprising atleast one pair of foot markers, at least one agility target, and atleast one range of motion target.

The skating stride training system as described above, comprising a pairof forward markers and a pair of rearward markers, the rearward markersbeing disposed rearward relative to the forward markers.

The skating stride training system as described above, comprising aplurality of agility targets arranged in a rhomboid pattern, including atop center agility target disposed at the top vertex, a left agilitytarget disposed at the left vertex and a right agility target disposedat the right vertex, a rearward center agility target at the bottomvertex and a middle center agility target disposed at the center of therhomboid pattern.

The skating stride training system as described above, wherein the topcenter agility target is disposed between the pair of forward markers.

The skating stride training system as described above, comprising aplurality of range of motion targets arranged in a square pattern,including a forward left range of motion target and a forward rightrange of motion target disposed at corresponding top left and top rightvertices of a square, a rearward left range of motion target and arearward right range of motion target disposed at corresponding bottomleft and bottom right vertices of the square pattern.

The skating stride training system as described above, wherein saidforward left range of motion target is disposed generally left relativeto the forward markers and the forward right range of motion target isdisposed generally right relative to the forward markers.

In another nonlimiting embodiment of the invention, a skating stridetraining system, comprising, a mat, the mat having a generally planarsurface, a plurality of visual cues disposed upon the surface of themat, the visual cues arranged relative to one another in right and leftdirections lateral to a longitudinal axis and the visual cues arrangedrelative to one another in forward and rearward directions with respectto the longitudinal axis. The visual cues comprise a pair of forwardmarkers and a pair of rearward markers, the forward markers and rearwardmarkers are disposed about the longitudinal axis, the rearward markersare disposed rearward relative to the forward markers along thelongitudinal axis. The forward markers providing a cue for a startingposition for a user's feet and the rearward markers providing a cue fora starting position for a user's feet. The visual cues furthercomprising a top center agility target disposed on the longitudinalaxis, said top center agility target disposed mostly forward of saidforward markers. The visual cues further comprising a left agilitytarget and a right agility target, the left agility target and rightagility target disposed rearward relative to said forward markers, saidleft agility target disposed left relative to the rearward markers andthe right agility target disposed right relative to the rearwardmarkers, the left agility target disposed at a left rearward, generally45-degree angle with respect to the longitudinal axis and relative tothe forward markers, and the right agility target disposed at a rightrearward, generally 45 degree angle with respect to the longitudinalaxis and relative to the forward markers. The visual cues furthercomprising a forward left range of motion target and a forward rightrange of motion target, the forward left range of motion target isdisposed generally left relative to the forward markers and the forwardright range of motion target is disposed generally right relative to theforward markers. The visual cues further comprising a middle centeragility target disposed on the longitudinal axis, the middle centeragility target disposed between the rearward markers. The visual cuesfurther comprising a rearward center agility target disposed on thelongitudinal axis, the rearward center agility target disposed rearwardof the rearward markers. The visual cues further comprising a rearwardleft range of motion target and a rearward right range of motion target,the rearward left range of motion target is disposed generally leftrelative to said rearward center agility target and the rearward rightrange of motion target is disposed generally right relative to therearward center agility target

The skating stride training system as described above, furthercomprising instructions incorporating one or more of the visual cues toexecute a movement.

In another nonlimiting embodiment of the invention, a method of trainingskating stride, comprises providing a plurality of visual cuescomprising at least one pair of foot markers, at least one agilitytarget and at least one range of motion target, the visual cues beingarranged relative to one another in right and left directions lateral toa longitudinal axis and the visual cues arranged relative to one anotherin forward and rearward directions with respect to the longitudinalaxis, and providing instructions to execute a movement incorporating oneor more of the visual cues.

The method of training skating stride as described above, wherein thevisual cues comprise a plurality of agility targets arranged in arhomboid pattern, including a top center agility target disposed at thetop vertex, a left agility target disposed at the left vertex and aright agility target disposed at the right vertex, a rearward centeragility target at the bottom vertex and a middle center agility targetdisposed at the center of the rhomboid pattern.

The method for training skating stride as described above, wherein thevisual cues comprise a plurality of range of motion targets arranged ina square pattern, including a forward left range of motion target and aforward right range of motion target disposed at corresponding top leftand top right vertices of a square, a rearward left range of motiontarget and a rearward right range of motion target disposed atcorresponding bottom left and bottom right vertices of the squarepattern.

The method for training skating stride as described above, wherein thevisual cues comprise a pair of forward markers and a pair of rearwardmarkers, where the rearward markers are disposed rearward relative tothe forward markers.

The method for training skating stride as described above, wherein theinstructions to execute a movement incorporate at least one agilitytarget.

In another nonlimiting embodiment of the invention, a method fortraining skating stride, comprises providing a mat having a plurality ofvisual cues disposed upon a generally planar surface of the mat, thevisual cues comprising at least one pair of foot markers, at least oneagility target and at least one range of motion target, the visual cuesbeing arranged relative to one another in right and left directionslateral to a longitudinal axis and the visual cues arranged relative toone another in forward and rearward directions with respect to thelongitudinal axis, and providing instructions to execute a movementincorporating one or more of the visual cues.

BRIEF DESCRIPTION OF THE DRAWINGS

Advantages of the invention will be readily appreciated as the samebecomes better understood by reference to the following detaileddescription when considered in connection with the accompanyingdrawings, wherein:

FIG. 1 is a plan view of one embodiment of a stride trainer pad having aplurality of visual cues disposed thereon;

FIG. 2A is a schematic depiction of a trainee preparing to execute asingle leg stride using the stride trainer pad of FIG. 1 , with thetrainee's feet positioned on forward markers and toes facing forward,knees bent at about a 90-degree angle;

FIG. 2B is a schematic depiction of the trainee executing a single legstride using the stride trainer pad of FIG. 1 , with the trainee's rightfoot positioned on one of the forward markers and toes facing forward,with the trainee's right knee targeting a deep knee bend with the leftfoot having followed along a left skating stride guide toward a leftagility target;

FIG. 2C is a schematic depiction of the trainee executing a single legstride using the stride trainer pad of FIG. 1 , with the trainee's leftfoot positioned on one of the forward markers and toes facing forward,with the trainee's left knee targeting a deep knee bend with the rightfoot having followed along a right skating stride guide toward a rightagility target;

FIG. 2D is a schematic depiction of the trainee executing a high kneefollowing a left single leg stride as seen in FIG. 2B.

FIG. 2E is a schematic depiction of the trainee executing a high kneeand hop following a left single leg stride as seen in FIG. 2B.

FIG. 3A is a schematic depiction of the trainee preparing to execute acurtsy using the stride trainer pad of FIG. 1 , with the trainee's feetpositioned on rearward markers and toes facing forward, knees slightlybent with a middle center agility target between the trainee's feet;

FIG. 3B is a schematic depiction of the trainee executing a left legcurtsy using the stride trainer pad of FIG. 1 ;

FIG. 3C is a schematic depiction of the trainee executing a right legcurtsy using the stride trainer pad of FIG. 1 ;

FIG. 3D is a schematic depiction of the trainee executing a left legfloating curtsy using the stride trainer pad of FIG. 1 ;

FIG. 3E is a schematic depiction of the trainee executing a high kneeusing the stride trainer pad of FIG. 1 ;

FIG. 4A is a schematic depiction of the trainee executing a crossoverwith the right leg while using the stride trainer pad of FIG. 1 ;

FIG. 4B is a schematic depiction of the trainee executing a crossoverwith the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 5A is a schematic depiction of the trainee preparing to execute adot stride to curtsy combo using the stride trainer pad of FIG. 1 ;

FIG. 5B is a schematic depiction of the trainee executing a dot stridewith the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 5C is a schematic depiction of the trainee executing a curtsy combowith the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 5D is a schematic depiction of the trainee executing a high kneewith the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 5E is a schematic depiction of the trainee executing a circlestride with the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 5F is a schematic depiction of the trainee executing a dot tap ofthe top center agility target with the left foot while using the stridetrainer pad of FIG. 1 ;

FIG. 5G is a schematic depiction of the trainee executing a dot tap ofthe rearward center agility target with the left foot while using thestride trainer pad of FIG. 1 ;

FIG. 5H is a schematic depiction of the trainee executing a laterallunge with the left foot while using the stride trainer pad of FIG. 1 ;

FIG. 6A is a schematic depiction of the trainee preparing to execute aforward lunge while using the stride trainer pad of FIG. 1 ;

FIG. 6B is a schematic depiction of the trainee executing a forwardlunge with the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 6C is a schematic depiction of the trainee preparing to execute abackwards lunge while using the stride trainer pad of FIG. 1 ;

FIG. 6D is a schematic depiction of the trainee executing a backwardslunge with the left leg while using the stride trainer pad of FIG. 1 ;

FIG. 7A is a schematic depiction of the trainee executing a lateral jumpstride to the left while using the stride trainer pad of FIG. 1 ;

FIG. 7B is a schematic depiction of the trainee executing a lateral jumpstride to the right while using the stride trainer pad of FIG. 1 ;

FIG. 7C is a schematic depiction of the trainee executing a knee downafter a lateral jump stride while using the stride trainer pad of FIG. 1;

FIG. 7D is a schematic depiction of the trainee executing a high kneeafter a lateral jump stride while using the stride trainer pad of FIG. 1;

FIG. 8A is a schematic depiction of the trainee preparing to execute arotate hip and foot switch while using the stride trainer pad of FIG. 1; and

FIG. 8B is a schematic depiction of the trainee executing a rotate hipand foot switch while using the stride trainer pad of FIG. 1 ;

For the purposes of promoting an understanding of the principles of theembodiments, reference will now be made to the embodiments illustratedin the drawings and specific language will be used to describe the same.It will nevertheless be understood that no limitation of the scope ofthe embodiments is thereby intended. Any alterations and furthermodifications in the described embodiments, and any further applicationsof the principles of the embodiments as described herein arecontemplated as would normally occur to one skilled in the art to whichthe embodiment relates.

DETAILED DESCRIPTION OF THE DRAWINGS

The subject embodiments of the invention relate to a system for teachingice-skating techniques including a stride trainer pad to use whilepracticing the techniques. The system, including the stride trainer padand methods is particularly suitable for teaching ice hockey techniques.Although more attention is devoted to ice hockey, the teachings of theinvention have application to other ice-skating related sportsincluding, but not limited to speed skating and figure skating.

Skating is the first skill players learn in the game of hockey. It's askill that sets it apart from all the other sports and one that isabsolutely necessary in order to succeed on the ice. The skating strideis the foundation of any hockey player—it is one of, if not the mostimportant parts of a player's game. Becoming a great skater takes time.From a physical standpoint, an optimal skating position and striderequires foot and single-leg stability, ankle and hip mobility and astrong lower body. If any of these areas are lacking, a player's skatingstride will be lacking.

The invention improves skating stride by teaching proper technique,developing muscle memory of the proper technique, and strengthening themuscles needed to execute the technique. Importantly, the inventionhelps isolate discrete components of a stride thus allowing forstrengthening the required muscle groups and help the skater get intoproper position. As another advantage, the invention will help preventinjury by teaching proper technique and body mechanics. The invention isa multifunctional, multi-directional off-ice training aid that focuseson reinforcing proper skating mechanics, posture, injury prevention andtechniques for hockey specific training. The system of the inventionwill improve the trainee's overall athleticism. Further, the system isdesigned for use by beginners to advanced athletes.

The system of the invention is designed to reinforce strong skatingmechanics, teach posture and technique while enhancing the following:coordination; balance; agility; quickness; speed; power/explosiveness;and recovery. Each of the disclosed training exercises are designed tofocus on the fundamentals of the skating stride and help with injuryprevention, flexibility, lower body strength and single leg stability.The system teaches a trainee to center their weight over their hips,gliding foot, knee and skate so that when the trainee takes a stridethey will exert 100% of their power potential with their weight and legstrength. The stride trainer pad is compact, light in weight andinexpensive when compared to other stride teaching apparatuses.

More particularly with reference to FIG. 1 , in a nonlimitingembodiment, the system of the invention includes a stride trainer pad 10having a base 12. The base 12 is a pad, a mat or other similarconstruction. The base 12 is made of any suitable materials known to aperson of skill in the art, including, but not limited to lightweightnitrile rubber. Advantageously, the base 12 can be made out of amaterial suitable for withstanding wear associated with a person wearingice-skates while exercising on the base. The base 12 is rectangular andwill be offered in one or more sizes such as four (4) by six feet (6)feet for adult users, and three (3) by five (5) feet for youth users.The base 12 will be approximately one-quarter inch thick. It should beappreciated that the invention is not limited to a specific size, shape,or thickness of the base 12, it being intended that the base 12 may beany size, shape or thickness. Advantageously, base 12 can be rolled upfor easy storage and rolled out for use on any flat surface. The base 12weighs approximately seven (7) to twelve (12) pounds.

The base 12 includes two forward markers 14 and two rearward markers 16that include an outline of a right and left foot pattern. The forwardmarkers 14 and rearward markers 16 are arranged relative to one anotherin right and left directions lateral to a longitudinal axis with therearward markers 16 rearward of the forward markers 14. A user canposition their right and left foot on the two forward markers 14 orrearward markers 16 as part of isolation exercises or agility exercises.The forward markers 14 and rearward markers 16 provide a cue for astarting point for a user's feet while performing exercises.

The base 12 further includes as visual cues a forward left range ofmotion target 18 and a forward right range of motion target 20. Theforward left range of motion target 18 is positioned generally leftrelative to the forward markers 14 and the forward right range of motiontarget 20 is positioned generally right relative to the forward markers14.

The base 12 further includes as a visual cue a top center agility target22 positioned on the longitudinal axis. The top center agility target 22is positioned mostly forward of the forward markers 14.

The base 12 further includes as visual cues a left skating stride guide24 and a right skating stride guide 26. The left skating stride guide 24extends from the forward markers 14 to a left agility target 28 and theright skating stride guide 26 extends from the forward markers 14 to aright agility target 32. The left agility target 28 is at a leftrearward, generally 45-degree angle with respect to the longitudinalaxis and relative to the forward markers 14, and the right agilitytarget 32 is at a right rearward, generally 45-degree angle with respectto the longitudinal axis and relative to the forward markers 14. Theleft skating stride guide 24 and right skating stride guide 26 may be inthe shape and form of an arrow as illustrated to help guide a user'sfeet from the forward markers 14 to the left agility target 28 or theright agility target 32.

The base 12 further includes as a visual cue a middle center agilitytarget 30 positioned on the longitudinal axis. The middle center agilitytarget 30 is positioned between the rearward markers 16.

The base 12 further includes as visual cues a rearward left range ofmotion target 34 and a rearward right range of motion target 38. Therearward left range of motion target 34 is positioned generally leftrelative to a rearward center agility target 36 and the rearward rightrange of motion target 38 is positioned generally right relative to therearward center agility target 36.

In embodiments, not all of the identified visual cues are present on thebase 12. Further, the representation of the visual cues can differ fromwhat is illustrated in the drawings. It is the relative positioning ofthe visual cues that correlates with a user's positioning of their feetor skates for performing various exercises. In addition, the visual cuesmay be color coded to correspond to training instructions. For example,the top center agility target 22 may be colored yellow, the left agilitytarget 28 may be colored red, the middle center agility target 30 may becolored white, the right agility target 32 may be colored green, and therearward center agility target 36 may be colored blue. Other colorassignments or using no colors can be made while following the teachingsof the invention.

While using the visual cues on the stride trainer pad 10 a trainee istrained in deliberate practice, also known as deep practice. Purposefuland systematic training is key to building muscle memory and creatingbetter athletes. This is accomplished by isolating certain skills intosmall components (sub-skills)—go through the training routine and seewhere the trainee falters. Detailed focus is then drawn to the areasneeding the most attention. Deep/deliberate practice while using theteachings of the invention allows for focusing on component by componentto ensure each element is strong until a full stride sequence isdeveloped. The system of the invention provide a method for breakingdown a skating stride to its essential parts, including: 1. Isolating aspecific skill; 2. Breaking down the skill into sub-skills and targetproper technique; 3. Combining and layering skills in a series ofmovements; 4. Allowing time to figure and explore minor improvements totechniques; 5. Forcing recall of techniques; and 6. Applying repetitionto the techniques.

Each of the following described isolation exercises using the abovedescribe stride trainer pad 10 teach skating techniques and requireattention to a proper skating stride, including: 1. Nose over toes; 2.Arm across body; 3. Shoulder torque; 4. Stacking joints over glide foot;5. Leaning into laces (feet); 6. Bending knee approximately 90-degrees;7. Driving leg, pushing out from hip by extending 45-degrees andsnapping toe; 8. Recovering extended stride leg off ground andunderneath the hip and shoulder.

With further reference to FIGS. 2-8 several training method embodimentsare described as exercises. A trainee 40 is seen on the stride trainerpad 10, having a right foot 42, a right leg 44, a right arm 46, hips 48,a left foot 50, a left leg 52 and a left arm 54. Although appearing tobe an adult, the trainee 40 could be a child. Although the descriptionand illustrations show the trainee 40 in shoes, it should be understoodthat the system and associated exercises can be performed with thetrainee 40 wearing skates. Embodiments of training methods by followingthe visual cues on the stride trainer pad 10, include the following:

Exercise 1: Isolate Single Leg Stride—Left or Right Leg

This method teaches the basic hockey stride technique. With emphasis onFIGS. 2 and 3 , the trainee 40 starts with the right foot 42 and leftfoot 50 on the forward markers 14. For isolation of a left leg stridethe trainee 40 bends the knee of their right leg 44 about 90-degreeswhile the left leg 52 is worked backwards along the left skating strideguide 24 and extended out at a 45-degree angle off the hips 48. At theend of the stride the toe of the left foot 50 is snapped back andoutwardly to complete the hockey stride. At the start, the forearm ofthe right arm 46 is raised at a 90-degree angle and as the left foot 50follows along the left skating stride guide 24 the forearm of the leftarm 54 is brought forward at a 90-degree angle above the hips 48. Theleft foot 50 is then returned to the forward markers 14 with the trainee40 in the standing position. The motion is repeated several times toisolate the motion and focus on the technique.

The same motion and technique can then be followed on the right sideusing the right leg 44 and foot 42 in the described motion. With furtheremphasis on FIG. 2C, for isolation of a right leg stride the trainee 40bends the knee of their left leg 52 about 90-degrees while the right leg44 is worked backwards along the right skating stride guide 26 andextended out at a 45-degree angle off the hips 48. At the end of thestride the toe of the right foot 42 is snapped back and outwardly tocomplete the hockey stride. At the start, the forearm of the left arm 54is raised at a 90-degree angle and as the right foot 42 follows alongthe right skating stride guide 26 the forearm of the right arm 46 isbrought forward at a 90-degree angle above the hips 48. The right foot42 is then returned to the forward markers 14 with the trainee 40 in thestanding position.

Exercise 2: Isolate Single Leg Stride to High Knee—Left or Right Leg

This method teaches the basic hockey stride technique as described above(Exercise 1) with a high knee motion at the end of the stride. Withemphasis on FIG. 2D, following the same example as above for a left legstride, the motion as described above is followed except that at the endof the stride the trainee 40 raises the left leg 52 with the knee bentat a 90-degree angle before placing the left foot 50 back on the forwardmarkers 14. The same motion and technique can then be followed on theright side raising the right leg 44 at a 90-degree angle at the end ofthe hockey stride.

Exercise 3: Isolate Single Leg Stride to High Knee with Hop—Left orRight Leg

This method teaches the basic hockey stride technique as described above(Exercises 1 and 2) with a hop at the end of the stride. With emphasison FIG. 2E, following the same example as described in Exercise 2, atthe end of the stride the trainee 40 hops on the right foot 42 above theforward markers 14 while also raising the left leg 52 with the knee bentat a 90-degree angle before placing the left foot 50 back on the forwardmarkers 14. The same motion and technique can then be followed on theright side by hoping on the left foot 50 and raising the right leg 44 ata 90-degree angle at the end of the hockey stride.

Exercise 4: Isolate Alternating Single Leg Stride Left and Right Leg

The method teaches the basic hockey stride technique as described abovein Exercise 1, but alternates between the left leg 52 and the right leg44 as seen in FIGS. 2B and 2C.

Exercise 5: Isolate Curtsy—Left or Right Leg

This method teaches the trainee 40 a curtsy skating technique. Withadded reference to FIGS. 3A, and 3B, the trainee 40 begins with the leftfoot 50 and right foot 42 on the rearward markers 16. For isolation of aleft leg 52 curtsy the left leg 52 is pushed backwards towards therearward right range of motion target 38 in a curtseying motion whileraising the forearm of the left arm 54 at a 90-degree angle. The leftleg 52 is then returned to the rearward markers 16. Referring to FIG.3C, for isolation of the right leg 44 curtsy the same method is followedbut with the right leg 44 and right arm 46.

Exercise 6: Isolate Floating Curtsy—Left or Right Leg

This method is the same as Exercise 5 but, with reference to FIG. 3D,instead of touching the rearward right range of motion target 38 withthe left foot 50, the trainee 40 holds their foot above the rearwardright range of motion target 38 and balances on the right foot 42 beforereturning the to the rearward markers 16. For isolation of the right leg44 curtsy the same method is followed but with the right leg 44 andright arm 46.

Exercise 7: Isolate Curtsy to High Knee—Left or Right Leg

This method teaches the same method as Exercise 5 except, with addedreference to FIG. 3E, after performing the curtsy instead of returningto the rearward markers 16, the trainee 40 first lifts the knee of theleft leg 52 at a 90-degree angle and then returns the left leg 52 to therearward markers 16. The same method can be performed with the right leg44.

Exercise 8: Isolate Crossover—Left or Right Leg

This method teaches the trainee 40 a crossover skating technique. Thetrainee 40 begins with the left foot 50 and right foot 42 on therearward markers 16. With added reference to FIG. 4A, for isolation of aright leg 44 crossover the right foot 42 is moved forward to the forwardleft range of motion target 18 while raising the forearm of the left arm54 at an at least 90-degree angle before returning the right foot 42 tothe rearward markers 16. Referring to FIG. 4B, the same crossovertechnique can be performed with the left leg 52 by moving the left foot50 forward to the forward right range of motion target 20 while raisingthe forearm of the right arm 46 at an at least 90-degree angle beforereturning the left foot 50 to the rearward markers 16.

Exercise 9: Isolate Curtsy to Crossover Combo—Left or Right Leg

This method teaches the trainee 40 a curtsy followed by a crossoverskating technique. The trainee 40 first performs the left leg 52 curtsyas described in Exercise 5 followed by the left leg 52 crossover asdescribed in Exercise 8. The trainee 40 can also perform the right leg44 curtsy as described in Exercise 5 followed by the right leg 44crossover as described in Exercise 8.

Exercise 10: Isolate Dot Stride to Curtsy Combo—Left or Right Leg

This method teaches the trainee 40 a hockey stride followed by a curtsytechnique. Referring to FIGS. 5A, 5B and 5C, the trainee 40 starts withthe right foot 42 and the left foot 50 on the rearward markers 16.Starting with the left leg 52 the trainee 40 moves the left foot 50 tothe left agility target 28 in a similar stride as described inExercise 1. Then, the left foot 50 is moved in the curtsy position asdescribed in Exercise 5 to the rearward right range of motion target 38.As explained in relation to Exercises 1 and 5, the same method can befollowed for the right leg 44.

Exercise 11: Isolate Dot Stride to Curtsy Combo to High Knee—Left orRight Leg

This method teaches the trainee 40 a hockey stride, followed by a curtsywhich is then followed by a high knee technique. With added reference toFIG. 5D, after following the method taught in Exercise 10, the trainee40 raises the knee of the left leg 52 at a 90-degree angle. The samemethod can be followed for the right leg 44.

Exercise 12: Isolate Circle Stride—Left or Right Leg

This method teaches the trainee 40 a hockey stride technique thatcircles back to a starting position. This method partially followsExercise 1 by the trainee 40 starting with the right foot 42 and theleft foot 50 on the forward markers 14. For isolation of the left legstride the trainee 40 bends the knee of their right leg 44 about90-degrees while the left leg 52 is worked backwards along the leftskating stride guide 24 towards the left agility target 28, but insteadof stopping there as in Exercise 1, with added reference to FIG. 5E, thetrainee 40 circles the left foot 50 towards the rearward left range ofmotion target 34 before returning to the forward markers 14, in onecontinuous motion. The same method can be followed for the right leg 44.

Exercise 13: Isolate Three Taps Stride—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motionwhile taping three locations with the right or left foot. With addedreference to FIGS. 5F and 5G, starting with the right foot 42 and theleft foot 50 on the rearward markers 16 the trainee 40 moves the leftfoot 50 to the top center agility marker 22, and then to the leftagility target 28, followed by moving the left foot 50 to the rearwardcenter agility target 36. Then, the left foot 50 is moved back to therearward markers 16. The same method can be followed for the right leg44 by taping the right foot 42 to the top center agility target 22, andthen the right agility target, followed by the rearward center agilitytarget 36. It is also an option to alternate the method with the leftleg 52 and right leg 44.

Exercise 14: Isolate Lateral Lunge Stride—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motionwhile lunging out laterally to the left or right. With added referenceto FIG. 5H, starting with the right foot 42 and the left foot 50 on therearward markers 16 the trainee 40 lunges the left foot 50 laterallyoutward to the left agility target 28 while bending the knee of the leftleg 52 at about 90-degrees and maintaining the right leg 44 straight.The same method can be followed for the right leg 44. It is also anoption to alternate the method with the left leg 52 and right leg 44.

Exercise 15: Isolate Lateral Lunge Stride to High Knee—Left or Right Leg

This method teaches the trainee 40 a balancing and coordination motionwhile lunging out laterally to the left or right as in Exercise 14, andthen raising the knee of the lunging leg. A high-knee motion can also bethe first motion. The same method can be followed for the right leg 44.It is also an option to alternate the method with the left leg 52 andright leg 44.

Exercise 16: Isolate Lateral Stride Alternate Left and Right Leg

This method teaches the trainee 40 an alternating hockey stride. Thetrainee 40 starts with the right foot 42 and the left foot 50 on therearward markers 16. With reference to FIG. 5B, starting with the leftleg 52 the trainee 40 moves the left foot 50 to the left agility target28 in a similar stride as described in Exercise 1. After returning theleft foot to the rearward markers 16, the right foot 42 is moved to theright agility target 32 in a similar stride as described in Exercise 1.

Exercise 17: Forward Lunge Left and Right Leg

This method teaches the trainee 40 a balancing and coordination motionwhile lunging forward. With added reference to FIGS. 6A and 6B, thetrainee 40 starts with the right foot 42 and left foot 50 on therearward right range of motion target 38 facing diagonally towards theforward left range of motion target 18. The trainee 40 then lunges theleft foot 50 forward onto the forward left range of motion target 18with a deep knee bend of the left leg 52, with the knee over the toes ofthe left foot 50, shoulders back and hands on hips or head for balance.The same method is followed with the right leg 44.

Exercise 18: Backwards Lunge Left and Right Leg

This method teaches the trainee 40 a balancing and coordination motionwhile lunging backwards. With added reference to FIGS. 6C and 6D, thetrainee 40 starts with the right foot 42 and left foot 50 on the forwardright range of motion target 20 with the trainee's back facingdiagonally towards the rearward left range of motion target 34. Thetrainee 40 then lunges the left foot 50 backwards onto the forward leftrange of motion target 18 with a deep knee bend of the right leg 44,with the knee over the toes of the right foot 42, shoulders back andhands on hips or head for balance. The same method is followed with theright leg 44.

Exercise 19: Lateral Jump Stride

This method teaches the trainee 40 a balancing, coordination andstrengthening exercise while laterally jumping from side to side on oneleg. With added reference to FIGS. 7A and &B, the trainee 40 starts withthe right foot 42 on or near the right agility target 32, and the kneeof the left leg 52 bent at about 90-degrees and elevated above the base12. The left arm 54 is raised across the body in a hockey stride typemotion. The trainee 40 then jumps laterally to the left agility target28 and lands with the left foot 50 on or near the left agility target18. The right arm 46 is raised across the body in a hockey stride typemotion. A lateral jump is then made back to the right agility target 32and the method is repeated. This technique can be performed slowly atfirst to balance-pause on each leg before the next jump and then pick upthe pace of jumping.

Exercise 20: Knee Down to Lateral Jump Stride

This method substantially follows Exercise 19, where the trainee 40starts with one foot on the right agility target 32 or the left agilitytarget 28 and jumps from side to side as described. With added referenceto FIG. 7C, in this method, the knee of the other leg is placed on thebase 12 prior to jumping from side to side.

Exercise 21: Lateral Jump Stride to High Knee Drive

This method substantially follows Exercise 19, where the trainee 40starts with one foot on the right agility target 32 or the left agilitytarget 28 and jumps from side to side as described. With added referenceto FIG. 7D, in this method, after each jump the trainee raises the kneeof the other leg at a 90-degree angle prior to making the next jump.

Exercise 22: Lateral Jump Stride to Single Leg Jump

This method substantially follows Exercise 22, where the trainee 40starts with one foot on the right agility target 32 or the left agilitytarget 28 and jumps from side to side followed by a high knee drive asdescribed. In this method, the high knee drive includes an upward jumpwhile raising the knee.

Exercise 23: Lateral Jump Stride Double Tap

This method substantially follows Exercise 19, where the trainee 40starts with one foot on the right agility target 32 or the left agilitytarget 28 and jumps from side to side as described. In this method, thetrainee 40 first jumps on one leg to middle center agility target 30before continuing to the right agility target 32 or the left agilitytarget 28.

Exercise 24: Rotate Hip and Foot Switch

With reference to FIGS. 8A and 8B, in this method the trainee 40 startswith the right foot 42 on the right agility target 32 and the left foot50 on the middle center agility target 30. The trainee 40 quicklyrotates the hips 48 towards the trainee's right while moving the leftfoot 50 towards the right agility target 32 and the right foot 42towards the middle center agility target 30. The trainee 40 then quicklyreturns to the starting position. The same type of exercise can beperformed while starting with the left foot 50 on the left agilitytarget 28 and the right foot 42 on the middle center agility target 30,and rotating the hips 48 towards the left while moving the right foot 42towards the left agility target 28 and the left foot 50 towards themiddle center agility target 30.

Thus, the system of the invention offers coaches, teams, and athletes acost-effective way to increase hockey specific skating mechanics whiledeveloping better athletic skills, improving stride strength, anddecreasing risk of injury or fatigue without spending time practicing onice. Each of the exercises develops a skater's skating technique.

The invention has been described in an illustrative manner. It is to beunderstood that the terminology, which has been used, is intended to bein the nature of words of description rather than of limitation. Manymodifications and variations of the invention are possible in light ofthe above teachings. Therefore, within the scope of the appended claims,the invention may be practiced other than as specifically described.

What is claimed is:
 1. A skating stride training system, comprising: aplurality of visual cues disposed in generally planar array on a base,said visual cues arranged relative to one another in right and leftdirections lateral to a longitudinal axis and said visual cues arrangedrelative to one another in forward and rearward directions with respectto the longitudinal axis; said visual cues comprising a pair of forwardmarkers and a pair of rearward markers, said forward markers andrearward markers disposed about the longitudinal axis, said rearwardmarkers disposed rearward relative to said forward markers along thelongitudinal axis, said forward markers providing a cue for a startingposition for a user's feet and said rearward markers providing a cue fora starting position for a user's feet; said visual cues furthercomprising a top center agility target disposed on the longitudinalaxis, said top center agility target disposed mostly forward of saidforward markers; said visual cues further comprising a left agilitytarget and a right agility target, said left agility target and rightagility target disposed rearward relative to said forward markers, saidleft agility target disposed left relative to said rearward markers andsaid right agility target disposed right relative to said rearwardmarkers, said left agility target disposed at a left rearward, generally45-degree angle with respect to the longitudinal axis and relative tosaid forward markers, and said right agility target disposed at a rightrearward, generally 45-degree angle with respect to the longitudinalaxis and relative to said forward markers; said visual cues furthercomprising a forward left range of motion target and a forward rightrange of motion target, said forward left range of motion targetdisposed generally left relative to said forward markers and saidforward right range of motion target disposed right disposed generallyright relative to said forward markers; said visual cues furthercomprising a middle center agility target disposed on the longitudinalaxis, said middle center agility target disposed between said rearwardmarkers; said visual cues further comprising a rearward center agilitytarget disposed on the longitudinal axis, said rearward center agilitytarget disposed rearward of said rearward markers; and said visual cuesfurther comprising a rearward left range of motion target and a rearwardright range of motion target, said rearward left range of motion targetdisposed generally left relative to said rearward center agility targetand said rearward right range of motion target disposed generally rightrelative to said rearward center agility target.
 2. The skating stridetraining system of claim 1, wherein said base is one of a mat and a pad.3. The skating stride training system of claim 1, wherein said visualcues further comprise a left skating stride guide and a right skatingstride guide, said left skating stride guide extending from said forwardmarkers to said left agility target and said right skating stride guideextending from said forward markers to said right agility target.
 4. Theskating stride training system of claim 1, wherein said agility targetsprovide a cue for a rapid whole-body movement having a change invelocity or a change in direction in response to a stimulus.
 5. Theskating stride training system of claim 1, wherein said range of motiontargets provide a cue for the distance in a direction a body part isintended to move in response to a stimulus.
 6. The skating stridetraining system of claim 1, further comprising instructions to execute amovement incorporating one or more of said visual cues.
 7. The skatingstride training system of claim 6, wherein said instructions to executea movement incorporate at least one agility target.
 8. The skatingstride training system of claim 7, wherein said instructions includemovements to execute a single leg stride, said instructions includinglocating a user's feet on said forward markers, bending the user's rightknee while extending the user's left foot toward said left agilitytarget at a 45-degree angle from said forward markers and targeting a90-degree bend in the user's right knee while maintaining posture andthen returning the left foot to said forward markers.
 9. The skatingstride training system of claim 6, wherein said instructions to executea movement incorporate at least one range of motion target.
 10. Theskating stride training system of claim 9, wherein said instructionsinclude movements to execute a curtsy to crossover combo, saidinstructions including locating a user's feet on said rearward markers,curtsy right foot to said rearward left range of motion target, thenreturning the right foot to said rearward markers and then crossing overleft foot with right foot to forward left range of motion target withthe right foot then returning the right foot to said rearward markers.11. The skating stride training system of claim 6, wherein saidinstructions to execute a movement incorporate at least one agilitytarget and at least one range of motion target.
 12. The skating stridetraining system of claim 11, wherein said instructions include movementsto execute a stride to curtsy combo, said instructions includinglocating a user's feet on said rearward markers, bending the user'sright knee while executing a toe tap by extending the user's left foottoward said left agility target, then curtsy left foot behind the rightto said rearward right range of motion target, and then return left footto said rearward markers.
 13. A skating stride training system,comprising: a plurality of visual cues disposed in generally planararray, said visual cues comprising at least one pair of foot markers; atleast one agility target; and at least one range of motion target. 14.The skating stride training system of claim 13, comprising a pair offorward markers and a pair of rearward markers, said rearward markersbeing disposed rearward relative to said forward markers.
 15. Theskating stride training system of claim 13, comprising a plurality ofagility targets arranged in a rhomboid pattern, including a top centeragility target disposed at the top vertex, a left agility targetdisposed at the left vertex and a right agility target disposed at theright vertex, a rearward center agility target at the bottom vertex anda middle center agility target disposed at the center of the rhomboidpattern.
 16. A method for training skating stride, comprising: providinga plurality of visual cues comprising at least one pair of foot markers,at least one agility target and at least one range of motion target, thevisual cues being arranged relative to one another in right and leftdirections lateral to a longitudinal axis and the visual cues arrangedrelative to one another in forward and rearward directions with respectto the longitudinal axis; and providing instructions to execute amovement incorporating one or more of the visual cues.
 17. The methodfor training skating stride as set forth in claim 16, wherein the visualcues comprise a plurality of agility targets arranged in a rhomboidpattern, including a top center agility target disposed at the topvertex, a left agility target disposed at the left vertex and a rightagility target disposed at the right vertex, a rearward center agilitytarget at the bottom vertex and a middle center agility target disposedat the center of the rhomboid pattern.
 18. The method for trainingskating stride as set forth in claim 16, wherein the visual cuescomprise a plurality of range of motion targets arranged in a squarepattern, including a forward left range of motion target and a forwardright range of motion target disposed at corresponding top left and topright vertices of a square, a rearward left range of motion target and arearward right range of motion target disposed at corresponding bottomleft and bottom right vertices of the square pattern.
 19. The method fortraining skating stride as set forth in claim 16, wherein the visualcues comprise a pair of forward markers and a pair of rearward markers,where the rearward markers are disposed rearward relative to the forwardmarkers.
 20. The method for training skating stride as set forth inclaim 16, wherein the instructions to execute a movement incorporate atleast one agility target.